interest the students, and will be developed in a n interdiscidinarv manner. Core conceuts from the essential chemistry ~ t d okit" l will be includLd in each module and a n instructor could select a varietv of modules in order to cover the same core concepts. This is more than a repacking of chemistry, it is the beginning of ongoing systemic change that allows for all faculty, innovative or traditional, to use new auproaches and contexts in their classrooms. Aconsor.. tium ofschools, predominantly firm Celilitrnin the Universit\, ofCalifornia, the C'alilbrnia State Uni\.ersit\: .. the twoye& Colleges, private institutions-as well a s three institutions from Atlanta, Georgia will serve as the workingpartners to establish the design and testing of the modules.
faculty will initially focus on a two-year combined physical sciences and mathematics program. HC faculty will address both the general and organic sequences and nonmajor courses. UIC faculty will work on projects related to introductory chemistry, chemistry for engineers, and upper division courses. The personnel will also collaborate from the inception of the program on two inter-campus projects, The Data Project and The Chemistry Hook, designed to create a general set of materials to introduce research and life-related examples into chemistry courses. An annual symposium on science education issues will also be sponsored by the Consortium.
Molecular Science
Mary B. Nakhleh
Orville L. Chapman
Purdue University West Lafayefte, IN 47907
University of California-Los Angeles Los Angeles, CA 90024 Economic change and new technolow are driving educational reform. he transition from theyndustrial ~ g toethe Information Age is causingpreat change in the institutions of our society, and the un&sities and colleges are not exempt. New technology--powerful computers, sophisticated client-server systems, high-resolution graphics for visualization, multi-media, virtual reality, and broad-band fiberoptic cable are transforming our economy and our society; they will alter forever what we mean by "education." An Alliance of the University of California, Los Angeles (UCLA), California State University, Fullerton (CSUF), and twenty-four community colleges in the meater Los Angeles area-has worked together f& many G a r s in improving chemistry instruction. The Alliance now requests funds to plan H proposal that will reorganize content'into a new molecular science curriculum and make maximum use of new educational technology. In preparing this proposal our attention is focused on informing our faculties, gaining hroad lkculty support, and arhieving consensus for action. To achieve these goals, we propose four plannlng mant activities. First. we will host a seminar that features distinguished speakers in economics, technology, curriculum reform. science ~hilosouhv. ". science education.. comitive science,' and edu~ationafinnovation.Second, Professor Orville Chapman of UCLA will present a one-quarter seminar course that defines the issues, presents the proposal, and facilitates debate and discussion. Third, members of the planning group will travel to sites of technological innovation. Finally, we will have a two-day faculty retreat a t Lake ~ r r o w h e a dto fine tune the new c;rriculuk and plan for action.
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The Greater Chicago Consortium for Chemistry Reform
Reconstructing the Model: Rethinking Undergraduate Chemistry
The faculty in the Department of Chemistry propose to assemble a model of change in both the undermaduate chemistry curriculum and-instructional strateges. The faculty also propose to fully evaluate the learning that occurs a s a resultof these changes. The model en&ons a n outwardly spiralling approach to innovative changes in the full undergraduate chemistry program. The model starts with a pilot program of innovative changes in the two-semester introductory course for chemistry majors (60-70 students per semester), spirals out to changes in the introductorv sequences for scienceleneineerine maiors and az" ricult&e&alth majors (3900 students per semester), a i d finally spirals out to the upper division chemistry courses (2500 students per semester), including the courses which train chemistry teaching majors. The model creates a thematic approach to the curriculum so that students will understand how the maior themes of chemistry interrelate and how major conce& in chemistry, such-as acid and bases, relate to major themes, such a s equilibrium. In order to emphasize these themes and concepts the model prunes the curriculum and selects topics which are fundamental to a sound understanding of the discipline. The model also weaves the real world of chemistry into the courses by appropriate examples and introduces organic and biochemistry in appropriate topics, such a s equilibrium, thermodynamics, and complex ion chemistry. In terms of instructional strategies, the model seeks to implement cooperative learning. conceptual chance teachine. -. a ba1an~ed'~resentation of i;he mac~oscopica& microscopic worlds of chemistry, and a balanced development of conceptual understanding and skill in problem solving and using- algorithms in the real world environment of large lecture sections and multiple laboratory sections a t t6e university level.
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Donald J. Wink
University of Illinois at Chicago Chicago. IL 60680
Searching for Exciting States: Curricular Reform in Chemistry at M S U
The faculty in the department of chemistry a t Chicago State University (CSU), William Rainey Harper College (HC) and the University of Illinois a t Chicago (UIC) will join in a consortium to create, share, and evaluate curriculum changes in chemistry and related areas. Their efforts build upon networks already established for the purposes of curriculum reform. This new Consortium will create versatile, multi-faceted, a n d well-tested options for implementation a t peer institutions. Each institution is responsible for the independent generation of one or more comprehensive curricula that will be implemented on their campus andlater on the camuus of one of the other Consortia members. CSU faculty wiil initially focus on a two-year combined physical sciences and mathematics program. HC
Michigan State University East Lansing, MI 48824
44
Journal of Chemical Education
Stanley R. Crouch
Curricular changes are proposed t h a t will introduce chemical principles in the context of relevant issues (the environment, health care, utilization of energy, etc.). Instead of teaching chemical conceots in the conventional fashion (of micro~copic-to-macroscopic), our approach will begin by identifying the concepts associated with some chemical system; thereafter, the system will be studied from the top down, presenting and explaining chemical details on a "need-to-know" basis. These approaches will require using techniques t h a t significantly enhance the amount of active learning that will take place in class-
rwms and laboratories, with a concomitant emphasis on learning by doing rather than by listening. There will be extensive computer utilization for allowing interactive independent study and self-testing, and for nomenclature, cbkmical bonding, etc. Appropriate uses of information technolo~ieswill reduce dramatically the amount of time needed f i r convcntlonal rlassroom l&turinR, and provide, instead, time for identifying and understanding the unity, coherence, and relevance o f various chemicd concepts. Laboratory settings will stress group-learning and teamoriented exneriments so that students mav in - coooerate . solving laboratory problems without merely following a cookbook. and in some cases. without the wsts of ~roviding each student with a full set of laboratory tools. h plan broad revision of the curriculum, two types of workshops will be held. Faculty from small colleges, where innovative educational modes have already been introduced, will be invited to the first workshop to present ideas and discuss ways to implement such changes in the environment of a large university. A second workshop will invite participants form various Michigan State University departments that require chemistry courses a s part of their curriculum. This workshop will focus on planning actual course outlines to better serve the needs of the clients, while maintaining the elements of the proposed curricular revisions.
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sion of a new teaching model, Workshop Chemistry, piloted a t the College with NSF support. The model emphasizes collaborative learning and creates more active roles for students in the teaching and learning processes, moving away from the passive learning of the lecture mode. The preliminary design of course modules that will form the basis of the Workshop Chemistry curriculum is a key aspect of the planning process. The modules can include any combination of laboratory, computer and problem solving work. The project directors will work with faculty collaborators from the senior and communitv college levels to translate their ideas into module out1in"es. ~hLoutcomeof the ~ l a n n i n g phase will be a detailed olan for s~ecification of the course modules and how they 211 be integrated into the curriculum. The planning process a s well a s the final project will involve a s partners faculty in other science disciplines, engineering, health sciences, architecture and education, a s well as individuals from industry; this will facilitate t h e design of a curriculum which promotes students' ability to apply chemistry concepts to other fields. Communicating Chemistry. A Planning Proposal for Changing the Chemistry Curriculum. - . Leonard W. Fine Columbiauniversity New York, NY 10027
Revitalizing Scientific Inquiry In The Undergraduate Chemistry Curriculum David W Craig Hobart and William Smith Colleges $50,000 Geneva, NY 14456
A master plan will be developed for making sweeping changes in what we teach in chemistry and how we teach it, in light of revolutionary ways for improved learning that will be widely available before the end of this decade. At the heart of the svstemic chanees orooosed is a broadThe structure of the undergraduate chemistry curricuening of the curriculum across traditional academic and lum is determined by the American Chemical Society Com~rofessionalboundaries to better reflect the needs of a Dromittee on Professional Training (CPT). While the curricuductive lifetime in society for students of different backlar standards established by the CPT have succeeded in mounds. abilities and interests. At the same time. bv condefining and regularizing iducational standards for the ceiving ; new curriculum plan from the top down, i t \;ill be training of professional chemists, chamzing student popupossible to produce one that is inclusive. not exclusive. al1ationsLave created pressures onthis &rricular structure. iowing those who complete the major tb share ideas i n d This curriculum planning project is designed to enhance develop points of view and attitudes that have a wmmon the cducatlonal c x p e r l m ~ e ~both o f majors and non-mnijor;t origin with those students who drop away earlier into alby modelmg the i~ducatlonalprocess more closely in paralternate careers. For those who do drop away, the curriculel to the wav in which scientific discoverv occurs. Curriculum plan provides a realistic sense of what is exciting and lar structur& and support materials w k be designed to important in chemistry and how it fits into their lives. Proemuhasize Droblem solvine. ~ ~ l i c a t i o n s posed curriculum changes depend on delivery systems that -. interdisci~linarv " a .. of chemistry, and increased ease of access to chemical intake advantage of the technological transformation that is formation. This eoal will be accom~lishedthrough the efpresently altering learning through electronic communicaforts of five curriculum initiatives. Four-person teams setion and visualization of information. This planning prolected from primarilv u n d e r g r a d u a t e colleges will oosal will have a sienificant i m ~ a c it n brineine about participate inihese iruhatwes. They are ~ o d u l a Course r change in the entireehemistry curriculum a r ~ i l u m b i a Desim Initiative: Laboratow Innovation Initiative; Interand it will be transferable to chemistrv- denartments in . medGte and Advanred ~nterdisci~linar? Courie Initiative; other institutions. Other institutions working on this p q Visuillizatlon and Database Access Initiative: and Assessect are IIT. MIT, Stevens Instituw, Northwcstcrn. Wisconment Tools Initiative. The Collaborating institutions are sin, ~ o r t h c a r o ~ u a . Allentown College, Buffalo State College, Finger Lakes Community College, Hobart & William Smith Colleges, Enhancing Interdisciplinary Interactions Through a Modular Science Curricula James Madison University, Millersville University, Pennsylvania State University, River College, Rochester InstiGilbert~.Pacey tute of Technology, University of Pittsburgh, York College Miami University $49,997 of Pennsylvania. Oxford,OH 45056 -
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A Workshop Chemistry Curriculum David K. Gosser CUNY City College New York, NY 10031
$49,995
City College requests support for a planning process leadine to the redesien and modernization of the undergraduate chemistry Grriculum a t City College and partner community colleges. The planning will focus on exten-
Through t h e development of a modular approach to chemistry and relate sciences, we propose to address the following issues. Students: student pool is bifurcated into well-prepared and ill-prepared "at-risk" students; students with interdisci~linarvinterests must decide amone traditional majors; siienceiiteracy among the nonscience students is extremelv low: student learning is more visual. making the lecture firmat less effective. ~ ~ s t r u c t i orapid n: expansion of science has over-extended curricular content
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Volume 71
Number 1 January 1994
45
